Aprendizaje transdisciplinar de las ciencias matemáticas mediado por realidad aumentada en programas de Ingeniería

Abstract

The mathematical sciences are considered as the basis for scientific and technological development, they are needed to understand the context and advanced disciplines like engineering, economics, medicine, etc., therefore are included in the basic training of all professional. As regards to the teaching-learning process, specifically in the schools of engineering, it has identified some difficulties for the student and the teacher that impact the request of the methodologies applied: the lack of motivation, a decontextualized learning, massive disapproval, the dropout of the university, migration to other careers, among others. The present research seeks, from the teaching exercise, to establish innovative didactic alternatives that allow the student will build a transdisciplinary learning of mathematics sciences (that enhances their learning styles), mediated by digital resources, specifically the application of technologies in the classroom based on Augmented Reality (AR), since this technology enables the student to perceive (and interact) abstract entities (mathematical concepts) in a real environment increased, through additional information provided by a digital system, and also that check its impact on academic performance. The present proposal was of explanatory court using a mixed method, systematically passed through by two phases: (a) the descriptive phase was used as an exercise of theoretical understanding to substantiate the categorial transdisciplinary learning of mathematics sciences and (b) the quasi-experimentation stage that was developed in the context of three universities in Bogotá, which had in its organizational structure engineering schools, conformed by 240 students, enrolled in a course of differential calculus, common area for engineering studies, selected at random within the academic system; two groups were conformed, experimental and control, at each institution, each one consisting of 34 students. The design applied in the three experimental groups was pre-test, treatment, post-test and in the three control groups was pre-test and post-test, in order to demonstrate and describe possible differences after the intervention.